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Using design-based research guided by three related science and technology courses, the project analyzes 2007–2017 work, including preplanning and DBR cycles that planned six STEM courses for officer education.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-design-based-approach-to-course-planning-and-development-read-online-free/601898/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-design-based-approach-to-course-planning-and-development-read-online-free/601898.png","ImageObject",300,407,{"name":42,"@type":43},"CatatanPagi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the study described in the abstract?","Question",{"text":62,"@type":63},"To refine education-change work by investigating how curriculum planning and implementation can be approached in methodological and process-oriented ways, shaped by Bologna principles and local needs.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the project guided when developing and planning the courses?",{"text":67,"@type":63},"A design-based research (DBR) concept guided the project, using work across 2007–2017 and DBR cycles to plan six courses for officer education.",{"name":69,"@type":60,"acceptedAnswer":70},"What role do student evaluations and learning materials play in assessing the courses?",{"text":71,"@type":63},"Moodle was used and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses, while student feedback provides evidence but needs support from other sources for genuine educational re-engineering.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601898,1792232103,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Rissanen & Saastamoinen (2018). Education Reform Journal, 2018, 3(2), 78-87  \nEducation Reform Journal Volume 3 Number 2 2018 [http://www.erjournal.org/](http://www.erjournal.org/)  \nA Design-Based Approach to Course Planning and Development 1  \nAntti Rissanen2 and Kalle Saastamoinen3  \nAbstract  \nThe aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process and local needs lead to a new implementation. Case material presents how courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project.  \nSpecifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers’ education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering.  \nKeywords: design-based research, instruction, learning by doing, student evaluation of teaching (SET)  \nIntroduction  \nMany courses in higher education are theory-oriented and have long histories of discipline-specific features (Winber, 2008) . For example, the traditional curriculum approach relies on lectures, exercises, and summative tests (e.g. Black, 2002) . In refining this concept for the digital age, supplemental materials are essential, especially for many university-level courses. However, some scholars claimed that without full curriculum revisions, such materials could not support self-directed learners. Thus, university education research considered pedagogical issues with instruction and assessment techniques as well as the use of alignment in educational practices. It was noted that according to the Bologna principles, a quality education means that student and process-quality challenges must be comprehensively considered (The Bologna Process, undated) .  \nEducation Schedules  \nThe NDU is a training institution responsible for educating the future leaders of Finland’s armed forces. Master-level studies at the NDU require previous education and a commitment to the profession. Studies in military sciences commence at the undergraduate level, and candidates for a  \n1 This study is an extended version of a presentation held at the first International EDUREF Symposium, which was April 6–7, 2018 in Ankara, Turkey.  \n2 National Defence University, Helsinki, [Finland. mail:Antti.rissanen@mil.fi](Finland. mail:Antti.rissanen@mil.fi)  \n3 National Defence University  \nRissanen & Saastamoinen (2018). Education Reform Journal, 2018, 3(2), 78-87  \nBachelor of Military Sciences degree serve as the rank of cadet. These cadets complete their bachelor's degrees in three years and then begin working in the Finnish Defence Forces. Instead of a permanent job, they receive a fixed-term junior officer's commission. (NDU, 2018)  \nThe Bachelor of Military Sciences degree at the NDU comprises 180 ECTSs (European Credit Transf","cbCaij6NewZxjmss","https://ap.wps.com/l/cbCaij6NewZxjmss","pdf",852481,"English","# Abstract\n# Introduction\n# Education Schedules","[{\"question\":\"What is the main purpose of the study described in the abstract?\",\"answer\":\"To refine education-change work by investigating how curriculum planning and implementation can be approached in methodological and process-oriented ways, shaped by Bologna principles and local needs.\"},{\"question\":\"How was the project guided when developing and planning the courses?\",\"answer\":\"A design-based research (DBR) concept guided the project, using work across 2007–2017 and DBR cycles to plan six courses for officer education.\"},{\"question\":\"What role do student evaluations and learning materials play in assessing the courses?\",\"answer\":\"Moodle was used and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses, while student feedback provides evidence but needs support from other sources for genuine educational re-engineering.\"}]","A Design-Based Approach to Course Planning and Development - read online free | PDF",1792093652,25]